eNEUROANAT-CF: a Conceptual Instructional Design Framework for Neuroanatomy e-Learning Tools.

In an era which is witnessing a significant rise in incidence of neurological diseases, there is also a rise in neurophobia: the diminished confidence of clinical practitioners and students to manage patients with neurological conditions. In this context, the perceived nexus between neuroanatomy-phobia (the challenges and fear associated with learning neuroanatomy) and neurophobia highlighted the need to revisit the neuroanatomy pedagogies and their instructional designs. e-Learning can be effectively employed to enhance students' learning of neuroanatomy. This perspective describes a conceptual framework for online neuroanatomy learning (e-neuroanatomy learning conceptual framework (eNEUROANAT-CF)), which provides a theoretical grounding to newly developed neuroanatomy e-learning resources, by offering a set of instructional design principles. The framework is rooted in the theories of adult learning, cognitive load, and Mayer's theory of multimedia learning. eNEUROANAT-CF was validated by imparting user opinion regarding the best perceived instructional design features for learning neuroanatomy. Furthermore, it was effectively employed to inform the pedagogical construct of an e-tool to help students learn the spinal pathways. The perspective highlights the theoretical underpinnings of the eNEUROANAT-CF under seven categories, namely "avoidance of cognitive overload," "learning style preferences," "contextualization," "motivation," "social learning," "feedback/reflection," and "active learning." In addition, elaborative examples are provided, which explains how eNEUROANAT-CF informed the instructional design features of the abovementioned e-tool. The authors propose that any novel, interactive neuroanatomy e-learning resource rooted in the instructional design principles outlined by the eNEUROANAT-CF will improve users' learning and understanding of neuroanatomy. The research shows promise to help break the perceived nexus between neuroanatomy-phobia and neurophobia.

Neuroanatomy of the spinal pathways: Evaluation of an interactive multimedia e-learning resource.

This article was migrated. The article was marked as recommended. Introduction: A diminished number of young doctors opt for specialty neurology training and show reduced confidence in managing neurology patients and interlink difficulties in managing neurology patients with impaired understanding of neuroanatomy and associated clinical correlates. Aim: To evaluate an interactive e-resource for the neuroanatomy of the spinal pathways based on cognitive theories of multimedia learning in aiding medical students learn neuroanatomy. Methods: Using a single-blinded controlled experimental design, knowledge of the spinal pathways was assessed prior and after usage of the novel e-resource compared to control web resource. The perceived usefulness of the tool used was gauged using Likert-scale questionnaires. Results: Performance in the second assessment improved for all users but the learning gain of participants in the experimental groups was higher compared to participants who did not use e-resources. Likert-scale ratings revealed a significantly higher appreciation for the novel tool compared to the control tool when learning clinical correlates. Conclusions: Stronger correlations between the students' perception of the tool used and their second assessment scores suggest that students favored the instructional design of the novel e-tool which shows promising results in bridging the gap between neuroanatomy knowledge and its clinical application.

Evaluation of Neuroanatomy Web Resources for Undergraduate Education: Educators' and Students' Perspectives.

Despite the development of novel teaching strategies and the abundance of adjunct teaching web resources, students and early career physicians have continuously reported difficulties in learning and clinically applying neuroanatomy. Differences in instructional design of these resources, the lack of assessment of their capacity to meet intended educational goals, and a poor understanding of the user's perspective may have hindered their success in increasing understanding and retention of neuroanatomical knowledge. To decipher the limitations of existing web resources, an online search for neuroanatomy web resources was performed and distilled through a strict filtration rubric. A selection of resources were analyzed by a panel of educators and rated using Likert scales, focusing on the identification of features influencing their usefulness in learning the anatomy of the spinal pathways. The top three ranked web resources were subsequently evaluated by a panel of medical and neuroscience students to assess how specific features aided in their learning of the subject. This detailed analysis has identified features of neuroanatomy web resources that are valued by both educators and users with regard to instructional design. One resource was rated highest by end users and educators on a series of Likert scale questions in terms of clarity of explanation, step-wise teaching design, summarization of information, control of instructional-pace, integration with neurophysiology, neuroradiology and clinical correlates, deployment of a wide array of pedagogical tools, and factors for visualizing neuroanatomical inter-relationships. These results have provided a novel user perspective on the influence of specific elements of neuroanatomy web resources to improve instructional design and enhance learner performance.

Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross-disciplinary healthcare students.

Recent studies have highlighted a fear or difficulty with the study and understanding of neuroanatomy among medical and healthcare students. This has been linked with a diminished confidence of clinical practitioners and students to manage patients with neurological conditions. The underlying reasons for this difficulty have been queried among a broad cohort of medical, dental, occupational therapy, and speech and language sciences students. Direct evidence of the students' perception regarding specific difficulties associated with learning neuroanatomy has been provided and some of the measures required to address these issues have been identified. Neuroanatomy is perceived as a more difficult subject compared to other anatomy topics (e.g., reproductive/pelvic anatomy) and not all components of the neuroanatomy curriculum are viewed as equally challenging. The difficulty in understanding neuroanatomical concepts is linked to intrinsic factors such as the inherent complex nature of the topic rather than outside influences (e.g., lecture duration). Participants reporting high levels of interest in the subject reported higher levels of knowledge, suggesting that teaching tools aimed at increasing interest, such as case-based scenarios, could facilitate acquisition of knowledge. Newer pedagogies, including web-resources and computer assisted learning (CAL) are considered important tools to improve neuroanatomy learning, whereas traditional tools such as lecture slides and notes were considered less important. In conclusion, it is suggested that understanding of neuroanatomy could be enhanced and neurophobia be decreased by purposefully designed CAL resources. This data could help curricular designers to refocus attention and guide educators to develop improved neuroanatomy web-resources in future. Anat Sci Educ 11: 81-93. © 2017 American Association of Anatomists.